Cooperative

Joint-stock cooperative company is not recognized in Commercial Code of Iran and the amendment bill of the Commercial Code adopted in 1968. This business entity has a unique description because of both being cooperative and having joint stock. It is a joint-stock company that is chartered based on Commercial Code of Iran, amendment bill of the Commercial Code adopted in 1968, and Principle 44 of the Constitution. Joint-stock cooperative Qarzol-Hasaneh Bank is not involved with commercial activity; the maximum share of each real shareholder is equal to half of company’s capital at the time of establishment and during company’s function. Ministry of Cooperatives and the Central Bank monitor activities of joint-stock cooperative companies. Joint-stock cooperative bank like joint-stock cooperative company should be subjected to amended bill of the Commercial Code adopted in 1968, enforcement Act of general policies of Principle 44 of the Constitution. Formation of joint-stock cooperative bank is not possible in practice unless violating the cooperatives regulations and doing activities that are out of jurisdiction of cooperative companies. It should be noted that cooperative banks are considered as nongovernmental banks, therefore they must obey regulations expressed in rules and regulations of non-governmental banks.

Abstract According to the importance of cooperative learning based on constructivism in better learning of the material, which has been demonstrated in many types of research, these techniques make students exchange information and opinions, help each other and get help. Cooperative learning and the conduction of constructivism in learning, increase group cohesion and enable students to interact with others and examine learning from all aspects. To conduct this research, 30 senior students with the age range of 16 to 18 and based on the English level proficiency test to ensure the same language level of them, were selected. Then the target students were divided into two experimental and control groups and the pre-test was taken from them. After grouping, English language teaching was done to the students of the experimental group based on constructivism and cooperative learning, and after a certain period (five weeks), a post-test was taken from them, and Stephen's cooperative learning questionnaire (2007) was given to the students, and then the data was collected and analyzed and T-Test, ANOVA, paired sample test were conducted. The most important findings, in the present research in the first stage, were the impact of constructivism and cooperative learning on English learning of the students who were trained and achieved the most effective cooperative learning techniques, and in the second stage recognized that students use the technique of group dynamics and then feedback and doing project work respectively based on Stephen's cooperative learning questionnaire (2007).